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General principles to consider when designing a clinical communication assessment program.

Patient education and counseling

Kiessling C, Tsimtsiou Z, Essers G, van Nuland M, Anvik T, Bujnowska-Fedak MM, Hovey R, Joakimsen R, Perron NJ, Rosenbaum M, Silverman J.
PMID: 28396057
Patient Educ Couns. 2017 Sep;100(9):1762-1768. doi: 10.1016/j.pec.2017.03.027. Epub 2017 Mar 27.

OBJECTIVES: Assessment of clinical communication helps teachers in healthcare education determine whether their learners have acquired sufficient skills to meet the demands of clinical practice. The aim of this paper is to give input to educators when planning how...

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Kiessling C, Tsimtsiou Z, Essers G, et al. General principles to consider when designing a clinical communication assessment program. Patient Educ Couns. 2017;100(9):1762-1768doi: 10.1016/j.pec.2017.03.027.
Kiessling, C., Tsimtsiou, Z., Essers, G., van Nuland, M., Anvik, T., Bujnowska-Fedak, M. M., Hovey, R., Joakimsen, R., Perron, N. J., Rosenbaum, M., & Silverman, J. (2017). General principles to consider when designing a clinical communication assessment program. Patient education and counseling, 100(9), 1762-1768. https://doi.org/10.1016/j.pec.2017.03.027
Kiessling, Claudia, et al. "General principles to consider when designing a clinical communication assessment program." Patient education and counseling vol. 100,9 (2017): 1762-1768. doi: https://doi.org/10.1016/j.pec.2017.03.027
Kiessling C, Tsimtsiou Z, Essers G, van Nuland M, Anvik T, Bujnowska-Fedak MM, Hovey R, Joakimsen R, Perron NJ, Rosenbaum M, Silverman J. General principles to consider when designing a clinical communication assessment program. Patient Educ Couns. 2017 Sep;100(9):1762-1768. doi: 10.1016/j.pec.2017.03.027. Epub 2017 Mar 27. PMID: 28396057.
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One-Year Progress in Ophthalmic Education: Annual Review.

Asia-Pacific journal of ophthalmology (Philadelphia, Pa.)

Mayorga E, Golnik K, Palis G.
PMID: 26716435
Asia Pac J Ophthalmol (Phila). 2015 Nov-Dec;4(6):388-98. doi: 10.1097/APO.0000000000000162.

PURPOSE: The aim of this study was to update the practicing ophthalmologist on the English language literature about medical education from the prior year.DESIGN: A search of English language literature was performed on PubMed from January 1, 2014, to...

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Mayorga E, Golnik K, Palis G. One-Year Progress in Ophthalmic Education: Annual Review. Asia Pac J Ophthalmol (Phila). 2015;4(6):388-98doi: 10.1097/APO.0000000000000162.
Mayorga, E., Golnik, K., & Palis, G. (2015). One-Year Progress in Ophthalmic Education: Annual Review. Asia-Pacific journal of ophthalmology (Philadelphia, Pa.), 4(6), 388-98. https://doi.org/10.1097/APO.0000000000000162
Mayorga, Eduardo, et al. "One-Year Progress in Ophthalmic Education: Annual Review." Asia-Pacific journal of ophthalmology (Philadelphia, Pa.) vol. 4,6 (2015): 388-98. doi: https://doi.org/10.1097/APO.0000000000000162
Mayorga E, Golnik K, Palis G. One-Year Progress in Ophthalmic Education: Annual Review. Asia Pac J Ophthalmol (Phila). 2015 Nov-Dec;4(6):388-98. doi: 10.1097/APO.0000000000000162. PMID: 26716435.
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CPD of the future: a partnership between quality improvement and competency-based education.

Medical education

Sargeant J, Wong BM, Campbell CM.
PMID: 28984354
Med Educ. 2018 Jan;52(1):125-135. doi: 10.1111/medu.13407. Epub 2017 Oct 06.

CONTEXT: Many of those involved in continuing professional development (CPD) over the past 10 years have engaged in discussions about its goals and activities. Whereas in the past CPD was viewed as an education intervention directed towards the medical...

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Sargeant J, Wong BM, Campbell CM. CPD of the future: a partnership between quality improvement and competency-based education. Med Educ. 2017;52(1):125-135doi: 10.1111/medu.13407.
Sargeant, J., Wong, B. M., & Campbell, C. M. (2018). CPD of the future: a partnership between quality improvement and competency-based education. Medical education, 52(1), 125-135. https://doi.org/10.1111/medu.13407
Sargeant, Joan, et al. "CPD of the future: a partnership between quality improvement and competency-based education." Medical education vol. 52,1 (2018): 125-135. doi: https://doi.org/10.1111/medu.13407
Sargeant J, Wong BM, Campbell CM. CPD of the future: a partnership between quality improvement and competency-based education. Med Educ. 2018 Jan;52(1):125-135. doi: 10.1111/medu.13407. Epub 2017 Oct 06. PMID: 28984354.
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Promoting high-quality feedback: Tool for reviewing feedback given to learners by teachers.

Canadian family physician Medecin de famille canadien

Griffiths JM, Luhanga U, McEwen LA, Schultz K, Dalgarno N.
PMID: 27412215
Can Fam Physician. 2016 Jul;62(7):600-2.

No abstract available.

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Griffiths JM, Luhanga U, McEwen LA, et al. Promoting high-quality feedback: Tool for reviewing feedback given to learners by teachers. Can Fam Physician. 2016;62(7):600-2
Griffiths, J. M., Luhanga, U., McEwen, L. A., Schultz, K., & Dalgarno, N. (2016). Promoting high-quality feedback: Tool for reviewing feedback given to learners by teachers. Canadian family physician Medecin de famille canadien, 62(7), 600-2.
Griffiths, Jane M, et al. "Promoting high-quality feedback: Tool for reviewing feedback given to learners by teachers." Canadian family physician Medecin de famille canadien vol. 62,7 (2016): 600-2.
Griffiths JM, Luhanga U, McEwen LA, Schultz K, Dalgarno N. Promoting high-quality feedback: Tool for reviewing feedback given to learners by teachers. Can Fam Physician. 2016 Jul;62(7):600-2. PMID: 27412215; PMCID: PMC4955091.
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Learn, see, practice, prove, do, maintain: an evidence-based pedagogical framework for procedural skill training in medicine.

Academic medicine : journal of the Association of American Medical Colleges

Sawyer T, White M, Zaveri P, Chang T, Ades A, French H, Anderson J, Auerbach M, Johnston L, Kessler D.
PMID: 25881645
Acad Med. 2015 Aug;90(8):1025-33. doi: 10.1097/ACM.0000000000000734.

Acquisition of competency in procedural skills is a fundamental goal of medical training. In this Perspective, the authors propose an evidence-based pedagogical framework for procedural skill training. The framework was developed based on a review of the literature using...

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Sawyer T, White M, Zaveri P, et al. Learn, see, practice, prove, do, maintain: an evidence-based pedagogical framework for procedural skill training in medicine. Acad Med. 2015;90(8):1025-33doi: 10.1097/ACM.0000000000000734.
Sawyer, T., White, M., Zaveri, P., Chang, T., Ades, A., French, H., Anderson, J., Auerbach, M., Johnston, L., & Kessler, D. (2015). Learn, see, practice, prove, do, maintain: an evidence-based pedagogical framework for procedural skill training in medicine. Academic medicine : journal of the Association of American Medical Colleges, 90(8), 1025-33. https://doi.org/10.1097/ACM.0000000000000734
Sawyer, Taylor, et al. "Learn, see, practice, prove, do, maintain: an evidence-based pedagogical framework for procedural skill training in medicine." Academic medicine : journal of the Association of American Medical Colleges vol. 90,8 (2015): 1025-33. doi: https://doi.org/10.1097/ACM.0000000000000734
Sawyer T, White M, Zaveri P, Chang T, Ades A, French H, Anderson J, Auerbach M, Johnston L, Kessler D. Learn, see, practice, prove, do, maintain: an evidence-based pedagogical framework for procedural skill training in medicine. Acad Med. 2015 Aug;90(8):1025-33. doi: 10.1097/ACM.0000000000000734. PMID: 25881645.
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Cumulative sum: An individualized proficiency metric for laparoscopic fundamentals.

Journal of pediatric surgery

Hu Y, Warren HL, McMurry TL, Goodrich RN, Choi J, Mahmutovic A, Kim H, Rasmussen SK.
PMID: 26585880
J Pediatr Surg. 2016 Apr;51(4):598-602. doi: 10.1016/j.jpedsurg.2015.10.049. Epub 2015 Oct 19.

BACKGROUND: A reliable metric of technical proficiency is indispensable to the training of fellows and residents. The purpose of this study was to determine whether cumulative sum (Cusum) has predictive validity in laparoscopic training. We hypothesized that Cusum would...

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Hu Y, Warren HL, McMurry TL, et al. Cumulative sum: An individualized proficiency metric for laparoscopic fundamentals. J Pediatr Surg. 2015;51(4):598-602doi: 10.1016/j.jpedsurg.2015.10.049.
Hu, Y., Warren, H. L., McMurry, T. L., Goodrich, R. N., Choi, J., Mahmutovic, A., Kim, H., & Rasmussen, S. K. (2016). Cumulative sum: An individualized proficiency metric for laparoscopic fundamentals. Journal of pediatric surgery, 51(4), 598-602. https://doi.org/10.1016/j.jpedsurg.2015.10.049
Hu, Yinin, et al. "Cumulative sum: An individualized proficiency metric for laparoscopic fundamentals." Journal of pediatric surgery vol. 51,4 (2016): 598-602. doi: https://doi.org/10.1016/j.jpedsurg.2015.10.049
Hu Y, Warren HL, McMurry TL, Goodrich RN, Choi J, Mahmutovic A, Kim H, Rasmussen SK. Cumulative sum: An individualized proficiency metric for laparoscopic fundamentals. J Pediatr Surg. 2016 Apr;51(4):598-602. doi: 10.1016/j.jpedsurg.2015.10.049. Epub 2015 Oct 19. PMID: 26585880.
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When I say … mastery learning.

Medical education

McGaghie WC.
PMID: 25989404
Med Educ. 2015 Jun;49(6):558-9. doi: 10.1111/medu.12679.

No abstract available.

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McGaghie WC. When I say … mastery learning. Med Educ. 2015;49(6):558-9doi: 10.1111/medu.12679.
McGaghie, W. C. (2015). When I say … mastery learning. Medical education, 49(6), 558-9. https://doi.org/10.1111/medu.12679
McGaghie, William C. "When I say … mastery learning." Medical education vol. 49,6 (2015): 558-9. doi: https://doi.org/10.1111/medu.12679
McGaghie WC. When I say … mastery learning. Med Educ. 2015 Jun;49(6):558-9. doi: 10.1111/medu.12679. PMID: 25989404.
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The East Anglia Deanery Communication Skills Teaching Project-six years on.

Medical teacher

Draper J, Silverman J, Hibble A, Berrington RM, Kurtz SM.
PMID: 12098417
Med Teach. 2002 May;24(3):294-8. doi: 10.1080/01421590220134132.

This paper describes the Cascade Communication Skills Teaching Project, which is a programme of facilitator training enabling communication skills teaching in the consultation to general practitioners to be cascaded throughout the former East Anglia Deanery. The paper also explores...

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Draper J, Silverman J, Hibble A, et al. The East Anglia Deanery Communication Skills Teaching Project-six years on. Med Teach. 2002;24(3):294-8doi: 10.1080/01421590220134132.
Draper, J., Silverman, J., Hibble, A., Berrington, R. M., & Kurtz, S. M. (2002). The East Anglia Deanery Communication Skills Teaching Project-six years on. Medical teacher, 24(3), 294-8. https://doi.org/10.1080/01421590220134132
Draper, Juliet, et al. "The East Anglia Deanery Communication Skills Teaching Project-six years on." Medical teacher vol. 24,3 (2002): 294-8. doi: https://doi.org/10.1080/01421590220134132
Draper J, Silverman J, Hibble A, Berrington RM, Kurtz SM. The East Anglia Deanery Communication Skills Teaching Project-six years on. Med Teach. 2002 May;24(3):294-8. doi: 10.1080/01421590220134132. PMID: 12098417.
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Using outcomes-based methodology for the education, training and assessment of competence of healthcare professionals.

Medical teacher

Harrison R, Mitchell L.
PMID: 16707298
Med Teach. 2006 Mar;28(2):165-70. doi: 10.1080/01421590500271308.

This paper outlines the job competence/functional analysis methodology that is used widely within the UK workforce and throughout the world. This outcomes-based approach to competence focuses on the description of the outcomes of work performance and is not concerned...

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Harrison R, Mitchell L. Using outcomes-based methodology for the education, training and assessment of competence of healthcare professionals. Med Teach. 2006;28(2):165-70doi: 10.1080/01421590500271308.
Harrison, R., & Mitchell, L. (2006). Using outcomes-based methodology for the education, training and assessment of competence of healthcare professionals. Medical teacher, 28(2), 165-70. https://doi.org/10.1080/01421590500271308
Harrison, Rosalind, and Mitchell, Lindsay. "Using outcomes-based methodology for the education, training and assessment of competence of healthcare professionals." Medical teacher vol. 28,2 (2006): 165-70. doi: https://doi.org/10.1080/01421590500271308
Harrison R, Mitchell L. Using outcomes-based methodology for the education, training and assessment of competence of healthcare professionals. Med Teach. 2006 Mar;28(2):165-70. doi: 10.1080/01421590500271308. PMID: 16707298.
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Use of a writing elective to teach cultural competency and professionalism.

Family medicine

Wilkinson JE.
PMID: 17075742
Fam Med. 2006 Nov-Dec;38(10):702-4.

No abstract available.

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Wilkinson JE. Use of a writing elective to teach cultural competency and professionalism. Fam Med. 2006;38(10):702-4
Wilkinson, J. E. (2006). Use of a writing elective to teach cultural competency and professionalism. Family medicine, 38(10), 702-4.
Wilkinson, Joanne E. "Use of a writing elective to teach cultural competency and professionalism." Family medicine vol. 38,10 (2006): 702-4.
Wilkinson JE. Use of a writing elective to teach cultural competency and professionalism. Fam Med. 2006 Nov-Dec;38(10):702-4. PMID: 17075742.
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Authors respond to "cultural issues skill development" letter.

Family medicine

Crosson JC, Deng W, Brazeau C, Boyd L, Soto-Greene M.
PMID: 15467932
Fam Med. 2004 Oct;36(9):615.

No abstract available.

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Crosson JC, Deng W, Brazeau C, et al. Authors respond to "cultural issues skill development" letter. Fam Med. 2004;36(9):615
Crosson, J. C., Deng, W., Brazeau, C., Boyd, L., & Soto-Greene, M. (2004). Authors respond to "cultural issues skill development" letter. Family medicine, 36(9), 615.
Crosson, Jesse C, et al. "Authors respond to "cultural issues skill development" letter." Family medicine vol. 36,9 (2004): 615.
Crosson JC, Deng W, Brazeau C, Boyd L, Soto-Greene M. Authors respond to "cultural issues skill development" letter. Fam Med. 2004 Oct;36(9):615. PMID: 15467932.
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[Competence approach in teaching-learning process].

Revista brasileira de enfermagem

da Silva CC, da Silva AT, de Oliveira IC, de Leon CG, Serrão Mdo C.
PMID: 16268292
Rev Bras Enferm. 2005 Jan-Feb;58(1):91-4. doi: 10.1590/s0034-71672005000100018.

The work relates the experience of the teaching-learning process based on the competence approach. The detail of that teaching process reveals the authors concern with the few occurrence of studies about the practical development of the competences theme in...

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da Silva CC, da Silva AT, de Oliveira IC, et al. Abordagem por competências no processo ensino-aprendizagem. [Competence approach in teaching-learning process]. Rev Bras Enferm. 2005;58(1):91-4doi: 10.1590/s0034-71672005000100018.
da Silva, C. C., da Silva, A. T., de Oliveira, I. C., de Leon, C. G., & Serrão, M. d. o. . C. (2005). Abordagem por competências no processo ensino-aprendizagem. [Competence approach in teaching-learning process]. Revista brasileira de enfermagem, 58(1), 91-4. https://doi.org/10.1590/s0034-71672005000100018
da Silva, César Cavalcanti, et al. "Abordagem por competências no processo ensino-aprendizagem." [Competence approach in teaching-learning process]. Revista brasileira de enfermagem vol. 58,1 (2005): 91-4. doi: https://doi.org/10.1590/s0034-71672005000100018
da Silva CC, da Silva AT, de Oliveira IC, de Leon CG, Serrão Mdo C. Abordagem por competências no processo ensino-aprendizagem. [Competence approach in teaching-learning process]. Rev Bras Enferm. 2005 Jan-Feb;58(1):91-4. doi: 10.1590/s0034-71672005000100018. Portuguese. PMID: 16268292.
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Showing 1 to 12 of 178 entries